| 学部・研究科Faculty/Graduate school | GISDepartment of Global and Interdisciplinary Studies |
| 添付ファイル名Attached documents | |
| 年度Year | 2023 |
| 授業コードClass code | A6405 |
| 旧授業コードPrevious Class code | |
| 旧科目名Previous Class title | |
| 開講時期Term | 春学期授業/Spring |
| 曜日・時限Day/Period | 金3/Fri.3 |
| 科目種別Class Type | |
| キャンパスCampus | 市ヶ谷 / Ichigaya |
| 教室名称Classroom name | 市外濠‐S601 |
| 配当年次Grade | 3～4 |
| 単位数Credit(s) | 2 |
| 備考（履修条件等）Notes | |
| 他学部公開科目Open Program | |
| 他学部公開（履修条件等）Open Program (Notes) | |
| グローバル・オープン科目Global Open Program | |
| 成績優秀者の他学部科目履修制度対象Interdepartmental class taking system for Academic Achievers | ○ |
| 成績優秀者の他学部科目履修（履修条件等）Interdepartmental class taking system for Academic Achievers (Notes) | 制度ウェブサイトの3．科目別の注意事項(1)GIS主催科目の履修上の注意を参照すること。 |
| 実務経験のある教員による授業科目Class taught by instructors with practical experience | |
| SDGsCPSDGs CP | |
| アーバンデザインCPUrban Design CP | |
| ダイバーシティCPDiversity CP | |
| 未来教室CPLearning for the Future CP | |
| カーボンニュートラルCPCarbon Neutral CP | |
| 千代田コンソ単位互換提供（他大学向け）Chiyoda Campus Consortium | |
| 旧科目との重複履修Duplicate Subjects Taken Under Previous Class Title | |
| カテゴリー（2024年度以降入学者）Category (commenced 2024 onwards) | |
| カテゴリー（2020～2023年度入学者）Category (commenced 2020-2023) | 400-level Seminar Courses（演習） |
| カテゴリー（2016～2019年度入学者）Category (commenced 2016-2019) | 400-level Seminar Courses |
【授業の概要と目的（何を学ぶか） / Outline and objectives】
With estimated 2.3 billion users, the global dominance of the English language is in no dispute. However, the language has developed a wide range of variations, depending on the social and cultural contexts where it was transplanted and the other languages it exists alongside. This seminar is concerned with the phonetic features of English(es) both in the Inner and Expanding Circles, while also shedding light on the speakers’ language attitudes and ideologies. We start the spring semester by reviewing Kachru’s (1985) three-circle model and Schneider’s (2007) ‘Dynamic Model’ of postcolonial English. Then we focus on New Zealand English (NZE), one of the youngest Inner Circle varieties, examining how it is distinguishable from UK, US and Australian English. The latter part of the semester is devoted to the features of L2-accented English and native-speakerism in the Expanding Circle.
【到達目標 / Goal】
By the end of the course, students will:
(1) understand the evolution and diversity of the English language,
(2) recognise the phonetic features of NZE and L2-accented English, and
(3) get used to analysing sound recordings for research purposes.
【この授業を履修することで学部等のディプロマポリシーに示されたどの能力を習得することができるか（該当授業科目と学位授与方針に明示された学習成果との関連） / Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.
【授業で使用する言語 / Default language used in class】
英語 / English
【授業の進め方と方法 / Method(s)】
（学期の途中で変更になる場合には、別途提示します。 /If the Method(s) is changed, we will announce the details of any changes. ）
This seminar is presentation and discussion oriented: Students take turns to review a book chapter or journal article assigned by the instructor, noting key terms and concepts, which could be proactively studied by consulting reference materials. The other students in the class contribute to the discussion with their questions and observations. Detailed comments and suggestions for further study are provided at the end of each presentation.
【アクティブラーニング（グループディスカッション、ディベート等）の実施 / Active learning in class (Group discussion, Debate.etc.)】
あり / Yes
【フィールドワーク（学外での実習等）の実施 / Fieldwork in class】
なし / No
【授業計画 / Schedule】
授業形態 / methods of teaching：対面/face to face
※各回の授業形態は予定です。教員の指示に従ってください。
| 回 / No. | 各回の授業形態予定 / methods of teaching | テーマ / Theme | 内容 / Contents |
|---|---|---|---|
| 1 | オンライン/online | Course Overview | (1) Outlining the course contents and instructional methodologies (2) APA style: In-text citations and references (3) Hosei and GIS libraries, and online resources |
| 2 | 対面/face to face | Essential Phonetics | (1) IPA (2) Phonemes and allophones |
| 3 | 対面/face to face | Models of World Englishes (Part 1) | (1) The world’s major languages (2) Indo-European language family (3) L1 and L2 English (4) Kachru’s (1985) three-circle model of English |
| 4 | 対面/face to face | Models of World Englishes (Part 2) | (1) Limitations of Kachru’s (1985) model (2) McArthur’s (1987) model (3) Modiano’s (1999) model (4) Svartvik & Leech’s (2006) model |
| 5 | 対面/face to face | Dynamic Model of Postcolonial English | (1) Outline of the Dynamic Model (2) Brief review of the model (Buschfeld & Kautzsch, 2017) |
| 6 | 対面/face to face | Sound Change of NZE in Progress (Part 1) | (1) Rhoticity (2) /l/ vocalisation (3) TR-affrication (4) Flapping /t/ |
| 7 | 対面/face to face | Sound Change of NZE in Progress (Part 2) | (1) TH-fronting (2) Short front vowels (3) The NEAR/SQUARE merger |
| 8 | 対面/face to face | NZ Accents in Films | Phonetic features observed in NZ films |
| 9 | 対面/face to face | English in the Expanding Circle | (1) Scandinavian-accented English and English in Scandinavia (2) Spanish-accented English and English in Spain/Latin America (3) Japanese-accented English |
| 10 | 対面/face to face | Attitudes towards L1 and L2 English | (1) Japanese students’ attitudes (Sasayama, 2013) (2) Thai students’ attitudes (McKenzie et al., 2016) (3) Norwegian students’ attitudes (Rindal & Piercy, 2013) |
| 11 | 対面/face to face | Indexicality of L2 Accents | (1) Indexicality of Japanese-accented English in NZ (2) Identification of the provenance of speakers (McKenzie, 2015) |
| 12 | 対面/face to face | Native-speakerism and ELF | (1) Native-speakerism (Holliday, 2006) (2) Disadvantages of native-speakerism in ELT (Kirkpatrick, 2007) (3) EFL vs. ELF (Seidlhofer, 2011) |
| 13 | 対面/face to face | English in International Contexts | (1) Language policy of the Council of Europe (2) English in pop culture |
| 14 | 対面/face to face | Conclusion | (1) Review and final discussion (2) Preparation for seminar papers |
【授業時間外の学習（準備学習・復習・宿題等） / Work to be done outside of class (preparation, etc.)】
Students are required to read in advance the references posted on the course website and the handouts emailed by presenters. They also need to listen to and analyse sound recordings. Preparatory study and review time for this course are 4 hours each.
【テキスト（教科書） / Textbooks】
Hay, J., Maclagan, M., & Gordon, E. (2008). New Zealand English. Edinburgh University Press.
Swan, M., & Smith, B. (Eds.). (2001). Learner English: A teacher’s guide to interference and other problems (2nd ed.). Cambridge University Press.
【参考書 / References】
Detailed references are listed on the website, while the following books will be helpful as a general introduction.
Melchers, G., Shaw, P., & Sundkvist, P. (2019). World Englishes (3rd ed.). Routledge.
Trudgill, P., & Hannah, J. (2017). International English: A guide to varieties of English around the World (6th ed.). Routledge.
【成績評価の方法と基準 / Grading criteria】
Evaluation will be based on presentation (70%) and class discussion (30%). More than two unexcused absences per semester will result in failure of the course.
【学生の意見等からの気づき / Changes following student comments】
The schedule and contents may be modified based on students' interests and needs.
【学生が準備すべき機器他 / Equipment student needs to prepare】
The presentations are delivered using PowerPoint slides and Internet resources. The handouts are downloadable in PDF format.
【その他の重要事項 / Others】
Successful applicants must be knowledgeable and enthusiastic about the seminar theme. They are expected to have completed 200-level linguistics courses with a good understanding.
【Prerequisite】
No prerequisite is required.